The Distance Delta Exam Practice Report Unit 4

Name Kateryna Kirichenko

Paper & Task Score Tutor Comment

P1 Task 3 15/15 One point for a correct feature and 2 for a level appropriate
Excellent example to go with it. Maximum 15 points.

A very good first attempt at this task, Kateryna, in which

you’ve gained full marks. Your answers are clearly laid out
and you’ve provided a range of features with clear
examples.

You could perhaps save even more time though by just

giving one level-appropriate example, since you don’t gain
any extra marks for further examples.

It’s good to see you providing 6 features as a ‘safety net’ (if

you have time), but no more than this so that you have
enough time for more ‘markworthy’ questions later in part 1.

Study the GLAs for further examples of what’s accepted.

P2Task 4 26/40 Two marks for each point up to a maximum of 40

Good
The GLAs have been numbered, and the numbers next to
your answers below show where they are included in the
GLAs.

A good response to this challenging task. Your answer is

clearly laid out, and you have provided a good balance of
answers in both parts of the question. It is good to see you
considering learner and teacher roles, noticing and the
value of collaborative learning and peer correction.

Please note that you can only get marks for the point once
so where there is some over-lap or repetition you have not
been awarded marks twice. Possibly underlining the key
words or phrase in each bullet point would help you to
avoid this.

Try to avoid ‘name-dropping’ when asked about beliefs.

While it’s useful to refer to specific approaches/methods,
it’s not entirely necessary. Much more important is
answering the question directly.

Do study the GLAs for examples of what else is accepted

here, but a very good answer overall.

Overall Evaluation P1 Task 3: 15/15 Excellent

P2 Task 4: 26/40 Good
Overall Comment
Overall, this is very encouraging exam practice and a
good start to these two questions, especially 1.3, which
The Distance Delta Exam Practice Report Unit 4

you clearly know how to approach. However, 2.4 is more

difficult to advise on as it’s so unpredictable but you have
approached it well and made some good points. Study the
GLAs for further examples of what’s accepted here.

As P2T4 usually requires understanding of principles of

acquisition, learning and approaches, Principles of
Language Learning and Teaching by H. Douglas Brown
and Principles in Language Teaching by Diane Larsen-
Freeman are good places to do reading. You could also
have a look at ‘big name’ blogs such as Thornbury’s and
Harmer’s: when they post a topic for discussion a lot of
people volunteer a variety of different answers and
opinions. Both of them bring up practical topics that could
well make an appearance in P2 T4.

Good luck with Unit 5.

Tutor: Damian Williams

Exam Tasks Unit 4

Paper One Task Three

Grammar:
 comparative and superlatives. 
Example: It wouldn’t be as profitable as a cafe.  We would need a lot
more money than we have now. There would be fewer opportunities for
growth. This location is by far the best.

 conditionals 
Example: If we rent this building, we will have a car park nearby. If it wasn’t
right next to the college campus it would be ideal. 

Topic-related lexis:
 Prepositions of place
For examples:
This property is right next to the petrol station. 
There is a pub across the street.
But there is a restaurant next door.

 Business and money-related vocabulary

For example:
We will need to invest a lot more money in this property.
It’s not worth it.
We don’t have the budget for it. I believe we can start making profit within
two years.

Discourse:
 Turn taking
For example:
The Distance Delta Exam Practice Report Unit 4

Now, wait a minute, don’t you see that it will be a disaster?

If I can just add something here? 
Hold on a second, don’t you think that it’s too far away from everything?

 Repair strategies
For example:
What I was trying to say is that I wouldn’t go that far.
I mean, it’s a bit over our budget but it’s got everything we need. 
So you think we it would be a waste of money, is that what you mean?

Paper Two Task Four

a) Beliefs
1. Krashen’s input and ‘i +1’ hypothesis. Input must be comprehensible
and ‘one step more advanced than the learners’ current knowledge’
to challenge and motivate them. 1
2. focus on form – draws students attention to linguistic elements as
they arise within the context. Belief that learning opportunities arise if
the activity is interactional. Shows influence of TBLT. 5
3. integrated skills – listening, writing, reading and speaking. Belief that
the task need to reflect real life. In real life we rarely use these
separately. 10
4. Belief that collaborative learning (pair work) necessitates reflection
and decision making. It generates meaningful interaction
(negotiation). Reflects Communicative approach. 21
5. highlighting knowledge gap – when the students see the differences
which represent the gap in their knowledge. As a result they try to ‘fill
the gap’. 14
6. promoting noticing features of input - in cognitive learning theory
noticing is a prerequisite for learning. 13
7. consciousness-raising – another important part of cognitive learning
theory. Students need to be aware of the features of language they
are learning (in this activity by comparing their texts with the original).
(13/14)
8. being an interactive, student-centred activity it reflects the principles
of communicative approach and TBL.
9. this activity would suit students with different learning styles.
Influence of NLP and MI theory.
10. encourages learners’ autonomy (peer correction), with the teacher
acting only as a facilitator. Belief that learning is personal and self-
initiated and that independent learners are more successful in
language learning. 20
The Distance Delta Exam Practice Report Unit 4

b) Purposes
1. to practise and test spelling 1
2. to help students recognise individual sounds and words3
3. to help memorization
4. to practice Roman script ( letter formation) 4
5. to boost confidence of weaker low-level students. 8
6. to model target language11
7. to meet learner’s expectations (this activity is often used in traditional
classroom and a lot of students expect to do it in language classroom).
10
8. to focus on form (the way the word is written and pronounced; the
form of the word (e.g. –ed, -ing)